Difference between revisions of "Math goals (DLR Fall 10)"
(→Comments/Implications) |
|||
| Line 15: | Line 15: | ||
In order to satisfy the first assertion, making students independent of our teachers, it is not important whether or not students can retain material from year to year. The important part is the process- that way students will be able to come up with answers independently of their teachers. | In order to satisfy the first assertion, making students independent of our teachers, it is not important whether or not students can retain material from year to year. The important part is the process- that way students will be able to come up with answers independently of their teachers. | ||
This class is so specific that the retention of the material is not as important as the processes taken to come up with the answers.--[[User:Swise|Swise]] 12:58, 17 September 2010 (CDT) | This class is so specific that the retention of the material is not as important as the processes taken to come up with the answers.--[[User:Swise|Swise]] 12:58, 17 September 2010 (CDT) | ||
| + | |||
| + | Even though some people will forget the basic concepts taught in math classes, I don't think it matters very much. Everyone who retains the information have a reason to; they will most likely either go into higher levels of math that build on this prior knowledge or they will actually apply the mathematical concepts in their later life, career, etc. The people who forget the information probably just don't care because they will never use this math ever again. This math may not be helpful to their later lives so they have little motivation to retain the information. --[[User:Amai|Amai]] 13:00, 17 September 2010 (CDT) | ||
Revision as of 13:00, 17 September 2010
Idealistic statement
"The goal of teachers, like that of parents, should be to make our students, like our children, independent of us."
Other information
Research, some of it my own, shows that the retention a year later of much course material "successfully mastered" by students is a great deal more limited than (some) teachers would like to believe.--Draulston 10:16, 17 September 2010 (CDT)
Comments/Implications
If retention of information is limited, then the teaching style should either emphasize the basics to ingrain them, increasing the chances that they will be remembered (this choice would make for a boring class), or to accept that most of what is taught will be forgotten quickly and just assume that the students will need a refresher for old material being reintroduced. Even if students will forget what they are taught, the next time they see it they will remember it faster than when they learned it for the first time.
In order to satisfy the first assertion, making students independent of our teachers, it is not important whether or not students can retain material from year to year. The important part is the process- that way students will be able to come up with answers independently of their teachers. This class is so specific that the retention of the material is not as important as the processes taken to come up with the answers.--Swise 12:58, 17 September 2010 (CDT)
Even though some people will forget the basic concepts taught in math classes, I don't think it matters very much. Everyone who retains the information have a reason to; they will most likely either go into higher levels of math that build on this prior knowledge or they will actually apply the mathematical concepts in their later life, career, etc. The people who forget the information probably just don't care because they will never use this math ever again. This math may not be helpful to their later lives so they have little motivation to retain the information. --Amai 13:00, 17 September 2010 (CDT)
